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Improving Teachers Pedagogical Practices Through Lesson Study In Secondary Schools In Maseru Lesotho
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Book Synopsis Improving Teachers' Pedagogical Practices Through Lesson Study in Secondary Schools in Maseru Lesotho by : Mamocheta Cecilia Makara
Download or read book Improving Teachers' Pedagogical Practices Through Lesson Study in Secondary Schools in Maseru Lesotho written by Mamocheta Cecilia Makara and published by . This book was released on 2016 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Lesotho, there is a general concern about the performance of learners in mathematics. There are many factors which can contribute to this. One of the factors can be the quality of teachers themselves. This study was set to improve teachers’ pedagogical practices through Lesson Study in Secondary Schools in Maseru Lesotho. Firstly, the study established teachers’ understanding and their pedagogical practices before and after an intervention could be given. The study also sought to explore if there were any changes in teachers’ classroom practices and also if there was any impact on learners’ understanding of mathematics after teachers had undergone Lesson Study training. The challenges that teachers experienced in implementing Lesson Study were also looked at. The study adopted a mixed method approach which employed a questionnaire, observations and interviews. The first phase of the study consisted of 200 secondary mathematics teachers in Maseru to whom questionnaire was administered. The second phase of the study was made up of 18 teachers from three secondary schools based in Maseru. These teachers received a one day intensive training on Lesson Study which was followed up by another one day school-based intensive training. In this phase data was collected using classroom observations and interviews. The findings from the study indicated that Lesson Study had positive impact on both teachers and learners. As a result of participating in Lesson Study, teachers were now able to reflect on their practices, and this had improved their pedagogical practices, and content knowledge. There had also been an improved teacher collaboration. All these attributes led to improved teacher-confidence in the teaching of mathematics. The results also revealed learners whose teachers participated in LS were motivated, participated more in classroom discussions and showed more understanding of mathematical concepts. However, the findings had revealed that time was a major of challenge encountered during implementation of Lesson Study in Lesotho. Teachers did not have a common time for meetings due to their packed timetables. A model of Lesson Study which emerged from the findings of this study showed that unlike in other LS models where one teacher presents the research lesson and others observe and take notes on learners’ learning, the Lesotho model showed that teachers used team-teaching.
Book Synopsis Practices and Perspectives of Teaching and Teacher Education in Africa by : Boadu, Gideon
Download or read book Practices and Perspectives of Teaching and Teacher Education in Africa written by Boadu, Gideon and published by IGI Global. This book was released on 2023-09-25 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher education is a known variable that impacts the quality of teaching and schooling, yet while research on practices in teaching and teacher education abound in other contexts, there seems to be no comprehensive reference work on teaching and teacher education in Africa. With Africa and the diaspora boasting rich, diverse political and educational contexts and practices, this gap in knowledge requires that attention be focused on investigating issues that shape the pace, course, and direction of teaching and teacher education in these contexts. Practices and Perspectives of Teaching and Teacher Education in Africa facilitates scholarly discussions among scholars and practitioners about practices, innovations, and future possibilities for educating the next generation of competent students and teachers in Africa. Covering topics such as educational reforms, equity, career progression, and curriculum development, this major reference work is ideal for administrators, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.
Book Synopsis Developing Development Studies Through Action Research by : J. S. Stuart
Download or read book Developing Development Studies Through Action Research written by J. S. Stuart and published by . This book was released on 1987 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perspectives on Curriculum and Instruction by : Frank Schorn
Download or read book Perspectives on Curriculum and Instruction written by Frank Schorn and published by . This book was released on 1982 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Quality in Lesotho by : Mary Lu Schweitzer
Download or read book Instructional Quality in Lesotho written by Mary Lu Schweitzer and published by . This book was released on 2007 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Lesotho, there is a gap between what the Government of Lesotho (GOL) and the Ministry of Education and Training (MOET) expect for teaching and learning in primary schools and the quality of actual teaching practices of rural primary school teachers. While MOET promotes the use of child-centered, interactive pedagogies, classroom teaching remains largely teacher-centered and focused on preparing for national exams. This study explores reasons for this gap, focusing on the teaching practices used by teachers and their perceptions of their skills and training. A case study approach was used to gather data from a wide variety of sources. Interviews with teachers and MOET officials, classroom observations of teaching, and review of key GOL and MOET documents were all employed. The study reveals that teaching and school activities in rural primary schools in Lesotho have changed very little in the past 30 years, and that teachers0́9 understanding of child-centered pedagogies is limited. While the MOET identifies teachers as the primary reason for the poor quality of education in the country, this study suggests that teachers alone must not be blamed, identifying a web of interrelated factors that contribute to poor quality. These factors include poor quality teacher training programs, lack of consistent training opportunities for principals, and lack of support and supervision at the district and national levels of MOET. It is hoped that these findings are useful in informing policy aimed at improving the quality of education in Lesotho. The reports of teaching and learning activities at the classroom and school level provide data that is essential, particularly because there is a lack of classroom-level data since the introduction of Free Primary Education in Lesotho in 2000.
Book Synopsis Enhancing Teachers' Competencies on Learner-Centred Approaches Through Learning Study in Tanzanian Schools by : Charles Enock Msonde
Download or read book Enhancing Teachers' Competencies on Learner-Centred Approaches Through Learning Study in Tanzanian Schools written by Charles Enock Msonde and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Enhancing Teachers' Competencies on Learner-centred Approaches Through Learning Study in Tanzanian Schools" by Charles Enock, Msonde, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Despite being exposed to the Learner-Centred Approach (LCA) through traditional teacher professional development since 2000, teachers in Tanzania have generally failed to implement LCA in secondary schools. However, previous studies on the learning study in different parts of the world have shown encouraging results in developing teachers' competencies. This study investigates how the learning study guided by the variation theory can enhance teachers' competencies using the LCA in Tanzania secondary schools. It addresses two questions: what are the changes of teachers' understanding of LCA through learning study rounds in a Tanzanian secondary school? And, what are the changes of teachers' capability of implementing LCA through learning study rounds in bringing about student learning in a Tanzanian secondary school? A group of three teachers (John, Benja & Peter) in a school implemented learning studies for a period of one year. All forms two (N= 255) and three (N=240) students took part in three research lessons. The study adopted case study and phenomenographic research approaches. It used teachers' interview protocols, lesson video recordings, lesson preparatory meetings, teacher's journals, and students' tests as research instruments. The teachers' experiences and implemention of the LCA were studied before and during the three rounds of learning studies. Data were analysed using variation framework and SPSS version 16.0 for students' tests. The study has two main findings. First, teachers involved in the three learning study rounds changed their understanding of LCA. They changed from seeing LCA as methodological (before the learning study) to treating it as subject content and even as far as seeing it as object of learning (during the learning studies) orientations. These changes were gradual and differed slightly, depending on the particular aspect(s) (the method, the content or the object of learning) a teacher focused more on than other aspects at a given time. Second, guided by the variation theory through learning studies, teachers' capability to implement LCA improved progressively in slightly different ways, which in turn improved student learning. The teachers changed from simply making classroom pedagogical arrangements before the learning study to engaging the learners in either the content or the object of learning and enabling them to discern critical aspects of the objects of learning in terms of variation and invariance of those aspects during the learning studies. The study concludes that implementing learning study - guided by the variation theory - may be effective in enhancing teachers' ways of conceiving and practicing LCA with a primary focus on student learning. In addition, as teachers increase their understanding of learning study and the use of variation theory they may advance their understandings in designing and teaching LCA lessons, thereby increasing possibilities for student learning. Such a conclusion lends credence to the variation theory which purports that powerful ways of acting originates from powerful ways of seeing. It also extends t
Book Synopsis Lessons from the Kalahari by : Monica Hendricks
Download or read book Lessons from the Kalahari written by Monica Hendricks and published by Cambridge Scholars Publishing. This book was released on 2019-06 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lessons from the Kalahari: Tracking Teachers Professional Development explores how Northern Cape teachers, who were enrolled in a Bachelor of Education (in-service) course, responded to three professional-development modules specialising in mathematics education, English language teaching, and Foundation Phase teaching, respectively. Mainly through fine-grained analyses of their classroom practice, the studies in this volume demonstrate how these teachers grappled with new content knowledge and pedagogical innovations to improve the quality of teaching in their classrooms. The chapters include case studies that range across a various pedagogical topics, including mathematics and English teachers classroom practices, involvement of parents of Foundation-Phase learners, and learners autonomous mathematics learning. The book makes an original, empirically-based contribution to the understanding of the challenges confronting primary and secondary school teachers in remote rural parts of Northern Cape province, South Africa.
Download or read book Resources in Education written by and published by . This book was released on 1987 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Lesson Study as a Continuing Professional Development Model for Improving Classroom Practices of Secondary School Teachers in the Gauteng Province by : Patricia N. Mokgosi
Download or read book Lesson Study as a Continuing Professional Development Model for Improving Classroom Practices of Secondary School Teachers in the Gauteng Province written by Patricia N. Mokgosi and published by . This book was released on 2017 with total page 692 pages. Available in PDF, EPUB and Kindle. Book excerpt: Investigates the effectiveness of lesson study model (LSM) in the professional development of secondary school teachers in the Gauteng Province. It also looks at how to apply the recommendations of the research to improve quality education in Gauteng province.
Book Synopsis Teachers in Anglophone Africa by : Aidan G Mulkeen
Download or read book Teachers in Anglophone Africa written by Aidan G Mulkeen and published by World Bank Publications. This book was released on 2009-12-02 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers are at the heart of good education, and good teacher policies are essential to ensure adequate supply, deployment and management of teachers. Enrollment in primary education has grown rapidly in Sub-Saharan Africa. Yet teacher policy in the region has oft en evolved without clear planning; in the absence of an overall strategy, countries have experienced serious problems with teacher supply and deployment, as well as with the quality of teaching. Based on case studies of education systems and practices in eight English-speaking African countries, 'Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management' closely examines issues of teacher supply, deployment, management and finance. The book suggests that these issues are closely interrelated. Low numbers of qualified teaching graduates may result in teacher shortages; these shortages may make it difficult to deploy teachers effectively. Problems with teacher deployment may result in inefficient utilization of the teachers available, and those teachers' effectiveness may be further reduced by weak teacher management and support systems. The book identifies policies and practices that are working on the ground, noting their potential pitfalls and pointing out that policies designed to address one problem may make another problem worse. 'Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management' offers a useful synthesis of the issues and draws together a series of promising practices, which can serve as positive suggestions for countries seeking to improve their teacher policies. The book should be of great assistance to education ministries and their development partners throughout the region as they address the challenges of the next phases of expansion in education.
Book Synopsis Curriculum Implementation by : Michael Fullan
Download or read book Curriculum Implementation written by Michael Fullan and published by Ontario Ministry of Education. This book was released on 1981 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Professional Teacher Educator by : Mieke Lunenberg
Download or read book The Professional Teacher Educator written by Mieke Lunenberg and published by Springer Science & Business Media. This book was released on 2014-04-03 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a review of more than twenty years of international research on teacher educators. It offers a solid overview of what is known about the professional roles, professional behaviour and professional development of teacher educators. A systematic analysis of the focus, methods and data sources of 137 key publications on teacher educators make this book into an important reference work for everyone interested in the work of and research on teacher educators. There is a growing consensus that teacher educators largely determine the quality of teachers and hence, the quality of education. Through this book, Lunenberg, Dengerink and Korthagen provide not only insights into the various roles of teacher educators and the complexity of their work, but they also discuss building blocks for ongoing structured and in-depth professional development. The authors clarify that if we wish to take ‘being a teacher educator’ seriously, it is imperative that we build our understanding on research data. The book shows that although the number of studies on teacher educators is growing, the research in this field is still scattered. The authors highlight the need to create a coherent research programme on teacher educators and provide concrete suggestions for such a programme.
Book Synopsis Creating Holistic Technology- Enhanced Learning Experiences by : Lee Yong TAY
Download or read book Creating Holistic Technology- Enhanced Learning Experiences written by Lee Yong TAY and published by Springer Science & Business Media. This book was released on 2013-02-11 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating Holistic Technology-Enhanced Learning Experiences: Tales of a Future School in Singapore Editors: Lee Yong TAY & Cher Ping LIM The global level of economic, ecological, social, political and cultural integration across nation states and the rapid advancement of technology have brought about transformations that are part of globalisation. Our students are expected to be agents of change rather than passive observers of world events; and at the same time, to live together in an increasingly diverse and complex society and to reflect on and interpret fast changing information. In such a new world order, the holistic development of our students, namely in the cognitive, aesthetics, physical, social and moral, leadership and global domains, is pivotal. This edited book provides descriptive and interpretive accounts of how an elementary school in the FutureSchools@Singapore programme creates holistic technology-enhanced learning experiences for its students at the classroom and school levels. By documenting these accounts and linking them to student learning outcomes, the school will lead the way in providing possible models for the seamless and pervasive integration of information and communication technologies (ICT) into the curriculum for the holistic development of our students.
Book Synopsis Teachers for Rural Schools by : Aidan Mulkeen
Download or read book Teachers for Rural Schools written by Aidan Mulkeen and published by World Bank Publications. This book was released on 2008-01-01 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data for recent years show a turnaround in education: the gross enrollment rate in Sub-Saharan Africa increased from 78 percent in 1998 99 to 84 percent in 2000 01 and to 91 percent in 2002 03, reflecting broad-based growth in access not seen since the 1970s. However, key challenges remain, including (a) enrolling the last 10 15 percent of out-ofschool children, including a growing number of HIV/AIDS orphans (one of every 10 African children by 2010); (b) improving learning outcomes; and (c) reducing dropout. Maintaining progress will require continuing the reforms to (a) implement cost-effect.
Book Synopsis Education in Sub-Saharan Africa by : Kirsten Majgaard
Download or read book Education in Sub-Saharan Africa written by Kirsten Majgaard and published by World Bank Publications. This book was released on 2012-06-26 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in Sub-Saharan Africa: A Comparative Analysis takes stock of education in Sub-Saharan Africa by drawing on the collective knowledge gained through the preparation of Country Status Reports for more than 30 countries.
Book Synopsis Disaster risk reduction in school curricula: case studies from thirty countries by :
Download or read book Disaster risk reduction in school curricula: case studies from thirty countries written by and published by UNESCO. This book was released on 2012 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Politics of Educational Innovations in Developing Countries by : Nelly P. Stromquist
Download or read book Politics of Educational Innovations in Developing Countries written by Nelly P. Stromquist and published by Routledge. This book was released on 2003-08-29 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the educational arena, new ideas often compete as solutions to recurrent problems, making the concept of "innovations" a widespread discursive term. While expectations are substantial for each innovation, implementation of ideas has shown them to be more modest in practice. This book examines innovations in several developing countries, presenting case studies of technological, curricular, and organizational innovations selected for their magnitude in financial investment, scope, and duration. The case studies explore the social and political contexts that shaped the features of these innovations and what they accomplished over time in terms of teacher cost reduction, status mobility, access to education, and national unity. The experience of countries such as Brazil, Lesotho, the Philippines, and Namibia, and the influence of international agencies such as the World Bank are described and analyzed against theories of social and organizational change. The case studies themselves also serve as subjects for reflection on the prevailing positivist approaches to research and knowledge. The Politics of Educational Innovations should be of considerable interest to students of educational change, wither in the academic world or in the fields of government and international cooperation.
